In a recent robotics shop class the teacher was hard to spot among a sea of students working in small teams designing, coding and tinkering with their mechanical creations. Every student had a role, from shop foreman to time manager to cleanup crew. Allyson Ordonez, an 11th-grader, was a class ambassador, welcoming guests and showing them around the classroom.

鈥淵our normal classes 鈥� English, math, science 鈥� you learn fundamentals, but this class takes those subjects and combines them,鈥� Ordonez said. 鈥淢ath and science make up robotics and we use everything we learn from these normal academic classes and apply them to what we learn here.鈥� 

Ordonez sounded more like a seasoned engineer than a high school student as she showed off a small drone she was building and described the equipment. 

Edison attracts teens from all over the city thanks to its 13 career tracks 鈥� the most of any New York City public school. Students can earn college credits through a partnership with the City University of New York, take part in internships and work-based learning with companies like Apple and Google, and receive industry certifications. If students pass those industry-recognized exams, they can start working in technical jobs right out of high school 鈥� while also pursuing associate鈥檚 and bachelor鈥檚 degrees.  

In some ways, Edison鈥檚 offerings are similar to other innovative CTE models across the country that are applying the excitement and engagement of career classes to rigorous academics. But Edison is taking that a step further by giving students tremendous power in its redesign. 

Shifting to Career- and College-Readiness

Edison opened in the 1950s as an all-boys trade school. Today, it serves a diverse population of nearly 2,335 students. Principal Moses Ojeda is about as close to an Edison lifer as it gets: he graduated in 1993, later returning as a teacher before becoming an assistant principal and then principal in 2012. He transformed the school from the days of typewriter and copier repair programs to state-of-the-art offerings including robotics, automotive technology, graphic arts and cybersecurity. 

All of this stemmed from Ojeda鈥檚 early days as principal when a student asked him a question that would change the trajectory of Edison鈥檚 teaching.  

鈥淲e know we鈥檙e here for CTE,鈥� Ojeda remembered the student saying. 鈥淏ut why do we need the academics?鈥�

Ojeda asked the student, who was in the automotive track, if he had learned about Pascal鈥檚 law in his physics class. 鈥淎nd the kid was like, 鈥榊eah, I remember that.鈥� I said, 鈥極K, well, that鈥檚 your brake system.鈥� And I went across the room and made a connection to each academic area.鈥�  

Ojeda then turned to social studies teachers Phil Baker and Danielle Ragavanis to help students see the relevance of academic classes to their careers. 

鈥淔or them, CTE felt useful while academics too often left them wondering, 鈥榃hy are we learning this?鈥�” Baker said.

Ojeda supported Baker and Ragavannis in creating a Research and Development department to engage students in design thinking, including articulating what makes learning meaningful for them. The R&D department has grown to include teachers from every department working with students to figure out how to integrate essential skills into core academic classes. In this way, they鈥檙e applying one of the 鈥檚 crucial for innovative high schools: .

鈥淚n order to take on a project, teachers have to partner with one of the kids,鈥� Ragavanis said. 鈥淪tudents are fully at the table, and they have to be our equals, and in some cases, our bosses.鈥�

Edison was later selected for Imagine NYC 鈥� a dynamic partnership between New York City Public Schools and XQto design innovative, high-quality schools with equity and excellence at their core. Faculty members said brought additional support and resources to scale their ideas for making the academic courses feel as relevant to students as the CTE classes.

Mastering Essential Skills 

Driven by employer demand for 鈥渟oft skills,鈥� Baker and Ragavanis worked with student designers and teachers in the R&D department to establish 鈥渇ive essential skills鈥�: communication, collaboration, giving and receiving feedback, design thinking and professionalism. These skills reflect XQ鈥檚 and now guide the learning objectives in many of Edison鈥檚 academic classes. Research shows these outcomes, or goals, can help students succeed in college, career and life. 

English Language Arts teacher Jason Fischedick, for example, created a student-run community theater, which he called 鈥渢he most ambitious thing I鈥檝e ever tried to do in the classroom.鈥� Apart from selecting the four student directors, Fischedick ceded almost complete control of the process. Students were responsible for hiring a crew, casting actors and organizing and running rehearsals.  

鈥淲e鈥檙e on a time crunch and we need to figure out how to manage that time effectively to ultimately get a good product to show off,鈥� said 12th grader Colin Zaug, one of the student directors.鈥淚t鈥檚 all about teaching independence and preparing students for the real world. I don鈥檛 know how many of these kids will ultimately be actors, but it teaches time management and how to stay on task.鈥澛�

Baker said this is how the R&D department is modernizing Edison. 

鈥淲e鈥檙e trying to make a link between academic classes and CTE classes, and bridge the gap that existed between the two, and make sure that academic classes have a career-centered application to them,鈥� he said.

Baker said ninth graders in the R&D department designed the essential skills rubric for their grade so that regardless of what content classes students take, they all get the same immersion into critical career skills. Student voice is now so integrated into Edison鈥檚 core that teachers work with student designers to plan their units. And he said teachers are becoming comfortable with the language of career-centered learning and essential skills while students appreciate the engagement and develop a new level of confidence. 

Yordani Rodriguez, a 12th-grader, employed the essential skills in a number of leadership positions, from his work on Model UN to serving as editor-in-chief of the school鈥檚 literary magazine. And those are abilities that will serve him long after he leaves Edison. 

鈥淲hen you lead somebody and they look to you, you have to be sharp,鈥� Rodriguez said, noting these skills are always in the back of his mind now. 鈥淚 have to communicate, I have to take feedback and most importantly, I have to be professional.鈥�  

Rodriguez will be a first-generation college student when he enters Columbia University in the fall. Baker emphasized, however, that the essential skills will serve students wherever they go next. 

鈥淭his is the kind of thing that all of our students should be able to use no matter what they do in college or in a career,鈥� he said. 

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Making Time for Innovation

The R&D Department鈥檚 work touches students in every grade. Nearly 40% of 9th graders are involved in classes taught by R&D members, with plans to expand. In addition to essential skills, students also participated in using a . Thanks to word of mouth, as well as student showcases to exhibit their work, Baker and Ragavanis have grown their R&D department to include 18 faculty in ELA, math, and science, including new recruit  Fischedick.

鈥淭hey鈥檝e been letting me innovate every year and that鈥檚 why I joined this team because I鈥檓 someone who likes to try new things,鈥� he said. If something doesn鈥檛 work, he added, 鈥淭hat鈥檚 OK. I鈥檝e become more open with my classroom and what I can do in the classroom because I feel supported to do so.鈥� 

Edison’s lessons are now influencing broader change in New York City high schools. It is an anchor school among the 100-plus city high schools participating in , a bold new vision for career-connected learning. 

Edison students are also applying their essential skills off campus. Once a week, a group of them visit PS 175 in Queens. They lead 10-week cycles for students in kindergarten through 5th grade in more than 25 different courses, from cooking to robotics and Model UN. 

As with the other opportunities at Edison, Baker said students are getting a much deeper understanding of learning and careers by applying the essential skills outside of the classroom.  

鈥淚t鈥檚 been an incredible experience for our students,鈥� Baker said of the teaching opportunity. 鈥淭hey gain so much in terms of professionalism, confidence, and the ability to explain complicated processes to people, which is a really difficult skill.鈥�

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That kind of itinerary would be nearly impossible for Gestel at any traditional high school, which is why she chose to attend A School Without Walls, a first-of-its-kind hybrid program in New York City that blends in-person and remote learning. 

鈥淚 do a lot of other stuff, so I thought it was easier than going to another school and being extremely exhausted and late with work,鈥� Gestel said. 

While hybrid learning might still hold negative connotations for many students and families after years of COVID-19-disrupted schooling, leaders at SWoW say their model reimagines the hybrid structure for a truly student-centered program 鈥� allowing students like Gestel to follow their passions while still mastering rigorous academics. It鈥檚 the first public school to win approval from New York State for a hybrid learning model.

鈥淭he hybrid schedule is really not meant for students who just don鈥檛 want to be in a building every day,鈥� SWoW principal Veronica Coleman said. 鈥淭he goal of the hybrid schedule is for students to have flexibility so that they do real-world learning.鈥� 

Learning Inside and Outside the Classroom 

SWoW launched in 2022 in partnership with , a nonprofit that supports a network of public schools that incorporate an expeditionary learning model through project-based curricula. It鈥檚 also part of Imagine NYC Schools, a dynamic partnership between New York City Public Schools and the to design innovative, high-quality schools with equity and excellence at their core.   

Through support and funding from New York City Public Schools, XQ and the , SWoW designed its program to emphasize 鈥� one of six research-based XQ . 

Students were deeply involved in shaping the school from the start. SWoW recruited 50 students from other schools across the city during its pilot year to serve as interns and test program ideas, provide feedback on what worked and what didn鈥檛 and help think through the school鈥檚 grading policy (an approach that鈥檚 been gaining momentum nationally, and which is also ). 

In place of traditional letter grades, teachers use narrative reports to guide students in developing seven competencies: collaboration, investigation, interdisciplinary connection, analysis, design, communication and reflection. Students receive quarterly progress reports and reflect on their learning through student-led conferences that occur twice yearly.   

鈥淲e鈥檝e really tried to amplify student voice and choice,鈥� Coleman said. 鈥淭hat鈥檚 the piece for us that feels like the focus and all of the other pieces fit into that being the center of what we鈥檙e really trying to do.鈥� 

Students learn in person at the Lower Manhattan campus two to three days a week. The rest of the time is a mix of synchronous and asynchronous online learning and real-world learning, including internships, fieldwork and early college coursework through the City University of New York. 

Every Friday, students and staff also meet in an auditorium to discuss what鈥檚 going well and share their wants and needs, from designing new clubs to giving input on school-wide policies and procedures. 

鈥淲hat I like about this school is that you can really communicate with them,鈥� Gestel said. 鈥淚f I鈥檓 feeling really stressed or overworked, they help me balance it out and help me organize.鈥� 

SWoW borrowed many of its principles from NYC Outward Bound Schools and expanded them within its model. These include 鈥淐rew,鈥� an advisory and community-building time with teams made up of a dozen or so students and an adult. At SWoW, however, Crew is more than an advisory period. It鈥檚 also where students earn their humanities credits by working on their passion projects 鈥� student-led and student-designed research projects that are the core of the SWoW curriculum.  

Passion-Driven Projects 

Students select a passion project based on a topic that is meaningful to them and their communities. is another . Working with their advisor, each pupil creates an individualized learning plan, setting project goals that align with New York State curriculum standards.  

In 9th grade, students research a service learning project that can address a broad range of issues, from youth homelessness to the environmental impact of illegal fireworks in New York City. In 10th grade, each student starts a passion project in earnest, formulating a research question through reading materials and interviews with experts in the field, culminating with an internship in the spring to put their learning to the test in the real world. All students will take on full-fledged independent projects by 12th grade and find an internship. 

鈥淭he goal is to build that agency and independence while the students are exploring something they are passionate about,鈥� Coleman explained.

For her passion project, 10th grader Gestel is exploring the lack of representation of different body types and skin tones in ballet and how to create a more inclusive dance community. Another 10th grader, Lily Paraponiaris, is researching film restoration and preservation. 

SWoW uses a case study framework to model for students what good research looks like. For example, in January they explored a unit on the Democratic Republic of the Congo and the country鈥檚 history of cobalt mining. In addition to earning their humanities credits, students also figure out the ingredients of high-quality research to apply to their own passion projects. 

Some students will devote much of their time at SWoW to their passion projects, diving deeply into a topic while exploring it from different angles and applying that knowledge through real-world learning in an internship. But some teens may take longer to land on a subject that is truly meaningful for them, and Coleman said SWoW makes sure that flexibility is built into the curriculum. 

 鈥淭he idea is that you go through that cycle of making and doing and reflecting, and that reflection can lead you to say, 鈥業鈥檓 done with this topic,鈥� which is totally normal for a teenager,鈥� she explained. 鈥淥r you can continue, but you continue in a way that requires a new avenue of research.鈥� 

Throughout their projects, students get regular opportunities to present their work to an audience, including an end-of-year presentation of learning, a resource fair where students have the chance to network with potential internship mentors and summer employers, and a mid-year presentation called roundtables where students share their passion projects with outside guests, sharpening not only their research questions but also their public speaking skills. At a roundtable in early 2024, one student gave a presentation exploring the rising cost of public transit fares while another investigated the fashion industry’s environmental impact. 

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Hybrid Learning Post-Pandemic

SWoW鈥檚 launch hasn鈥檛 been without bumps along the way 鈥� in part because another completely virtual program opened at the same time, causing confusion for students and parents. That program has since been renamed, but figuring out whether hybrid or fully virtual is best for individual students is still a question for families.   

Ava Smith, who is in her first year at SWoW, said she likes learning online, but ultimately, the school is not for her. 

鈥淚 just think I like traditional school more,鈥� she said. 鈥淚 like the schedule. I feel like here it鈥檚 very mishmashed, and here every day is different.鈥� 

The school has its own saying: SWoW is for anyone but not for everyone. 

鈥淚 think it鈥檚 been a struggle for us to find the right matches,鈥� Coleman said. 鈥淎nd I think it鈥檚 going to take a few more years for that to really settle, for people to really know what they are getting when they come to A School Without Walls and a sense that this is right for me and for my child.鈥� 

While some students like Smith might end up missing the traditional school environment, overall, SW0W students seem happy with the experience. Out of the 60 original 9th graders who started in 2022, 50 returned for year two, with 35 new students joining in 10th grade. 

Coleman said those numbers, and what she hears from the students, prove this new kind of high school is needed 鈥� not only because of its small community, flexibility and the safe space it offers. 

“Their families are saying their student was at a big high school and experiencing anxiety,鈥� she noted. 鈥淎nd they like this model because of the individualization.鈥� 

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